NATURAL OR SCIENTIFIC METHOD IN EDUCATION. 13 



tary movement, and we know approximately, but with less accu- 

 racy, the sensory area — i. e., the region essential to sensory pro- 

 cesses. It will be seen from the accompanying diagrams that all 

 the posterior half of the brain surface is, we may say roughly, 

 sensory ; and that it has been provisionally subdivided into re- 

 gions for vision, hearing, tasting, etc.* If the surface at these 

 points were crushed, pressed upon, replaced by a foreign growth, 

 or removed by accident, there would be a corresponding mental 

 loss — blindness, deafness, etc. 



It is important to notice what a large part of the cortex is con- 

 cerned with sensory processes, for it suggests in the strongest 

 way that sensation must play some very great part in our mental 

 life, and this modern psychology now most clearly recognizes. In 

 fact, the extent of our sensory activity determines in great meas- 



Fig. 3. — Median Surface of Brain of Monkey (after Horsley and Schafer). Figs. 2 and 

 3 may be said to embody the views of Horsley and Schafer more especially in regard 

 to motor localization. 



ure the degree of our consciousness, for there are all degrees of 

 consciousness, from a maximum down to such a condition as we 

 find in sleep, which has its degrees also. 



The case of the boy that had but one seeing eye and one hear- 

 ing ear, and who could at any time be put to sleep — i. e., rendered 

 unconscious — by closing up the avenues of sense, is very in- 

 structive. 



It will further be noticed that localization of function conse- 



* The figures in this article are taken from Mills's Comparative Physiology, 

 ton & Co., New York, 1890. 



D. Apple- 



